1. The document summarizes an instructional rounds visit to Juliette Low School on February 29, 2012 to address the problem of practice that English Learners have not consistently met growth targets in English-Language Arts and Math over the past 2 years. 2. The focus questions for observations centered around checking for understanding, providing effective feedback, and engaging all students, especially English Learners. 3. The school has various programs in place to support English Learners including flexible ELD groups, addressing language needs, and school-wide intervention programs.

1. +
Instructional Rounds
Juliette Low School
February 29, 2012

2. “Knowledge is not ready made. Each of
us is continually creating our own
knowledge.
We are continually
+ organizing what we know,
structuring and re-
structuring our
knowledge.”
- Piaget

3. +
Logistics Map
Restroom
Classrooms
Security

4. +
Observation Guidelines
 Listen. Do not interrupt.
 Askstudents questions only when they
are working independently.
 Talk
with each other only in this debrief
room, NOT in classrooms or outside.
 Recordevidence related to the focus
questions, avoiding opinions.

5. Note-Taking Guide
 iPad
 Blank Notepad
 Focus on:
• Problem of Practice
+
• Focus Questions

6. +
Problem of Practice
While we have made consistent
growth in our API over the past 5
years, with a current score of 832,
we have not consistently met
growth targets with our English
Learners the past 2 years in both
English-Language Arts and Math.

7. +
Problem of Practice cont.
During professional discussions
focused on delivering explicit direct
instruction, we have reflected on
whether all students are actively
engaged throughout lessons and
whether we consistently check for
understanding to inform instruction and
determine student needs.

8. +
Focus Questions
1. Are we using a variety of strategies to check
for understanding throughout each lesson?
2. Are we consistently providing effective
feedback and modifying/scaffolding instruction
to address student needs?
3. Are all students actively engaged throughout
each lesson, assuring that English Learners
have multiple opportunities to practice
academic language and articulate key
concepts and skills related to the lesson?

9. Demographics
 Inter-District Transfers: 13%
 Intra-District Transfers: 6%
 Overflow Students: 5%
 Bussed to School: 24%
 Homeless or
+ Double-Up Situation: 11%
 Free/Reduced Lunch: 74%
 English Learners: 46%

10. + Highlights
 Professional Book Clubs
 Daily SSR
 Consistent read-alouds
 Upper Grade Literature
Circles/Core Lit
 Reading is Fundamental
• 1 book 3 times/year

11. + Highlights
Reading Lounge: Recess and
Lunch
• 5th and 6th grade staff
members
Budget Priorities
• Scholastic Magazines
• Classroom Libraries
• Literature Circles/Core
Literature

12. + Highlights
Meet the Masters
• All students/staff 3 times per year
• Integration of music and history
Annual Musical
• 3rd – 6th grades
• District-wide audiences
Annual 5th Grade Art Exhibit
District Music Program
OC Performing Arts Center
• PTA sponsored assemblies

13. + Highlights
Science & History-Social Science
Instruction
• Vocabulary Readers in Interventions
Annual 5th Grade Science Fair
Annual 6th Grade Science
Demonstrations

14. + Highlights
Positive Behavior Study
Team
• Monthly meetings
• Tier 2 Students
• Parents, student, teacher, PBST
team

15. + Academic Performance
Index
 Consistent
growth
both school-wide and
among ELs
 ELsmet subgroup
growth target

16. + AYP: English/Language Arts
Percent at or above Proficient
 Consistent
growth school-
wide and among ELs
 Progress toward closing
the gap
 Growthnot sufficient to
meet increased state
target
 Didnot meet school-wide
target in 2010-11
 ELs in Safe Harbor status
in 2010-11and 2009-10

17. + AYP: Math
Percent at or above Proficient
 Decline school-wide
and among ELs in
2010-11
 ELs did not meet
target in 2010-11

18. + Annual Measurable
Objectives AMAO 1
 Significant decrease
in 2009-10
 Significant
increases
in 2010-11 an 2011-12
 Consistently met
targets

19. + Annual Measurable
Objectives AMAO 2
 Studentswith less
than 5 years did not
meet goal in 2011-12
or 2010-11
 Studentswith more
than 5 years did not
meet goal in 2009-10
or 2010-11
 Goalswere met in
2008-09 and 2007-08

20. + Programs/Practices to
Address Problem of Practice
 Faculty reading and discussing Explicit Direct
Instruction
 Componentsof systematic English Language
Development (ELD) included in daily ELD lessons
 Flexible
ELD groups based on CELDT, ADEPT scores
and teacher observation
 Teachersaddressing specific language needs of
students as indicated on ADEPT
 Collaboration on best practices regarding student
engagement

21. +
School-Wide Intervention
Program
 Paraeducators in kindergarten classes 3
hours/day to support increased class size
 Paraeducators, Impact Teacher, and IPC push in
to first grade interventions 30 minutes daily (due
to substantial number of Intensive and Strategic
students)
 ImpactTeacher, IPC,1 paraeducator, and
classroom teachers participate in second
through sixth grade interventions

22. + Intervention Groups
• SIPPS/Literature Circles
2nd Grade • Basic Skills Practice
• Expository Reading
Comprehension/Vocabulary
3rd Grade Development
• Read About (Challenge)
• Corrective Reading (FBB, BB, low B)
4th Grade • Literature Circles
• Read About (Basic)
• Corrective Reading (FBB, BB, low B)
5th Grade • Literature Circles
• Read About (Basic)
• Corrective Reading (FBB, BB, low B)
6th Grade • Literature Circles
• Read About (Basic)

23. “Language is culture. Culture is
language.
How people talk to each
other about what they are
+ doing is an important
determinant of whether they
are able to learn from their
practice.”
- Instructional Rounds in Education